Exploring the influence of interactive education on academic progress: Evaluating effectiveness and implementation approaches

Oleksandr Chastnyk; Mykhailo Zoria; Olena Poletay; Oleksandr Shumskyi; Yuliia Klochkova

doi:10.31893/multirev.2024spe029

Keywords:

forms of activity

interaction

innovative technologies

online communication

educational process

Abstract

Preparing students for professional activity, self-fulfillment in life and confident career advancement poses a challenge for the teacher of a higher educational institution (HEI). Interactive teaching strategies and involving students in every aspect of the curriculum are crucial in resolving this issue. The purpose of the research is to characterize the role and influence of interactive learning on students’ academic achievements. The research methods: theoretical (analysis, synthesis, generalization), empirical (experiment, observation, description), generalization. The research is based on the characterization of interactive methods and forms of work, their implementation in the educational process, use in online learning, role and impact on students’ performance and academic achievements. Some issues of applying interactive learning have been verified through a short-term experiment. It has been revealed that the issue of the influence of interactive learning on students’ academic achievements was studied insufficiently in pedagogical circles and requires more thorough scientific studies. The research results confirm that using interactive learning methods and techniques greatly facilitates the creation of communicative relationships in the group and with the teacher. They help maintain a positive atmosphere, and in combination with a high level of professional motivation to learn, contribute to the professional growth of students, the effective accumulation and use of knowledge and skills. The academic paper proves that interactive forms of cooperation with students play a significant role in the success of the latter, influencing the effectiveness of achieving educational goals. The application of interactivity is not possible without considering particular rules: establishing the relevance and feasibility of using interactive techniques in a particular target audience (professional orientation, age characteristics of students), readiness to use these techniques, high level of motivation to work with interactive techniques, etc. Interpretation of the results of the conducted observational experiment-study shows the effectiveness of the application of interactive learning methods in practice.
References
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27. Tsyrkun, O. (2011). Bradford University’s Learning, Teaching and Assessment Strategy (Great Britain). University Education. Strategic Development of Universities, 1, 67-73. https://core.ac.uk/download/pdf/32608808.pdf. Accessed on April 5, 2024.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Chastnyk, O., Zoria, M., Poletay, O., Shumskyi, O., & Klochkova, Y. (2024). Exploring the influence of interactive education on academic progress: Evaluating effectiveness and implementation approaches. Multidisciplinary Reviews, 7, 2024spe029. https://doi.org/10.31893/multirev.2024spe029

[1] Alemnge, F. L. (2018). Distance Learning Models and Their Effusiveness in Cameroon Higher Education. Creative Education, 09 (05), 791–817. https://doi.org/10.4236/ce.2018.95059

[2] Antiushko, D., Volodavchyk, V., Sienohonova, L., & Sych, T. (2022). Interactive Teaching Methods in Higher Education. Ivanchenko I.S. Publishing House, Kharkiv.

[3] Bashkir, O. I. (2019). Active and interactive teaching methods in higher education. Educational challenges, 60. https://doi.org/10.5281/zenodo.2539319

[4] Binytska, K. (2015). The Use of Active Learning Methods in the Process of Studying the Course “Comparative Pedagogy”. Lifelong Professional Education: Theory and Practice, 4(45), 74-78.

[5] Bulhakova, O., & Zosimov, V. (2023). Gamified active learning and 3D technologies for improving students' academic achievements. Information Technologies and Learning Tools, 96(4), 46–57. https://doi.org/10.33407/itlt.v96i4.5380

[6] Davis, A. W. (2020). A look at the year gone by – by Laura Welzenbach. SySTEM. https://system2020.education/a-look-at-the-year-gone-by-by-laura-welzenbach/. Accessed on April 5, 2024.

[7] Dean, J. C., & Mansour, B. E. (2016). Employability Skills as Perceived by Employers and University Faculty in the Fields of Human Resource Development (HRD) for Entry Level Graduate Jobs. Journal of Human Resource and Sustainability Studies, 4(1). https://www.scirp.org/reference/referencespapers?referenceid=1720262. Accessed on April 5, 2024.

[8] Dudnik, A., Kuzmych, L., Trush, O., Leshchenko, O., Vyshnivskyi, V. (2020). Smart Home Technology Network Construction Method and Device Interaction organization Concept. 2020 IEEE 2nd International Conference on System Analysis and Intelligent Computing, SAIC 2020, 9239220.

[9] Elbrekht, O., Bakhov, I., Sytnik, T., & Radziievska, I. (2022). Theory and practice of interaction of subjects of the system of supplying textbooks to educational institutions in the USA. Relacoes Internacionais no Mundo Atual, 3(36) https://doi.org/10.21902/Revrima.v3i36.5729

[10] Fan, S. (2022). A Critical Study of Online English Listening and Speaking Teaching in Chinese Higher Education. Open Journal of Modern Linguistics, 12 (03), 283–293. https://doi.org/10.4236/ojml.2022.123022

[11] Hulivata, I., & Bondar, M. (2019). Methodological Aspect of Implementing Blended Learning in Educational Institutions. Interactive Educational Space of Higher Education Institutions: Materials of the All-Ukrainian Scientific and Practical Webinar, 7–9. http://www.vtei.com.ua/images/2019/KF/04_03_2019zb.pdf Accessed on April 5, 2024.

[12] Ilinitska, N., Shcherbakov, Y., Chastnyk, O., Shchokin, R., & Hlazunova, I. (2023). Development of Higher Educational Institutions and Online Communication with Students in Modern Conditions. Journal of Curriculum and Teaching, 12(2), 65. https://doi.org/10.5430/jct.v12n2p65

[13] Kademiia, M. (2013). The Use of Interactive Learning Technologies. Theory and Practice of Social Systems Management. Innovations in the Training of Modern Specialists, 3, 125–132.

[14] Kholod, I., Lysenko, T., & Stangret, G. (2023). Assessment of Higher Education Seekers’ Performance in Personalized Distance Learning. Zenodo (CERN European Organization for Nuclear Research), 17. https://doi.org/10.5281/zenodo.7724398

[15] Kliuchnyk, A., Shebanin, V., Shebanina, O., Kormyshkin, Y., Rybachuk, V., Buryk, Z. (2021). Strategic factors quality of public administration in regional development: the experience of EU countries. International Journal for Quality Research, 15(4), 1317–1332.

[16] Kornytska, Y. (2018). Interactive Methods of Teaching Foreign Languages to Students of Technical Specialties in the Context of Competence-Based Approach. Pedagogical Sciences: Theory, History, Innovative Technologies, 1(75), 225–234. https://doi.org/10.24139/2312-5993/2018.01/225-234

[17] Kozmenko, O. (2018). Analysis of the Influence of Various Factors on Student Success at the University. Scientific Journal of the Drahomanov National Pedagogical University. Pedagogical Sciences: Realities and Prospects, 63, 82–85.

[18] Kozyr, M. (2021). Application of Interactive Learning Technologies in the Educational Process of Higher Educational Institutions. Pedagogy of Formation of Creative Personality in Higher and General Educational Schools, 78, 186-191.

[19] Liashenko, I. (2013). Formation of students’ professional motivation for successful professional activity. Public education. Electronic scientific professional publication. https://www.narodnaosvita.kiev.ua/?page_id=1076/. Accessed on April 5, 2024.

[20] New Ukrainian School (2017). NUS in Brief. https://nus.org.ua/about/. Accessed on April 5, 2024.

[21] Popov, O. O., Kyrylenko, Y. O., Kameneva, I. P., Iatsyshyn, A. V., Iatsyshyn, A. V., Kovach, V. O., . . . Kiv, A. E. (2022). The use of specialized software for liquid radioactive material spills simulation to teach students and postgraduate students. Paper presented at the CEUR Workshop Proceedings, 3085, 306-322.

[22] Pyshko, O. (2014). Interactive Teaching Methods as a Way to Develop Students’ Creative Abilities in History and Law Lessons. Public education. Electronic scientific professional publication, 1. https://www.narodnaosvita.kiev.ua/?page_id=2257. Accessed on April 5, 2024.

[23] Rocca, C. L., Margottini, M., & Capobianco, R. (2014). Collaborative Learning in Higher Education. Open Journal of Social Sciences, 02(02), 61–66. https://doi.org/10.4236/jss.2014.22009

[24] Stem, J. Real-world Learning with Real Opportunity – for Every Student. Jason Learning. http://surl.li/ofdfy. Accessed on April 5, 2024.

[25] Sytnik, T. (2021). The Place and Role of Interactive Learning in the System of Innovative Technologies in Higher Educational Institutions. Bulletin of the Bohdan Khmelnytsky Cherkasy National University, 4, 11-18.

[26] Topolia, L. (2005). On Interactive Teaching Methods during an Academic Lecture. Didactics of Mathematics: Problems and Investigations, 4, 52–57.

[27] Tsyrkun, O. (2011). Bradford University’s Learning, Teaching and Assessment Strategy (Great Britain). University Education. Strategic Development of Universities, 1, 67-73. https://core.ac.uk/download/pdf/32608808.pdf. Accessed on April 5, 2024.

[28] Volkova, N. (2018). Interactive Learning Technologies in Higher Education: A Study Guide. Alfred Nobel University.

[29] Waniek, J., & Nae, N. (2017). Active learning in Japan and Europe. Euromentor journal, VIII(4), 82–97: https://www.researchgate.net/publication/322486691_Active_learning_in_Japan_and_Europe Accessed: April 5, 2024.

Abstract

References

How to cite